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Experiences that influence and shape an individual’s pedagogical commitments serve as a unique lens to conceptualize professional transformation. This narrative provides an autobiographical account of the author’s journey from student to teacher. The article, which is divided into two distinct, but tightly connected narratives, draws on this tradition to examine and develop a more nuanced understanding of those life experiences influencing the author’s complex journey as an educator. Each narrative begins with a short autobiographical reflection highlighting significant life moments and histories. Second, critical and post-structuralist theory is interwoven to examine ways the author conceptualizes the significance of the experiences captured in each reflection. Finally, each narrative concludes with discussion focused on how these experiences currently shape the author’s work as an educator.
Autobiography, Narrative Inquiry, Teacher Education
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Recommended APA Citation
Bernhardt, P. E. (2018). Navigating a Life of Theory: An Autobiography of Privilege, Place and Teaching. The Qualitative Report, 23(2), 387-398. https://doi.org/10.46743/2160-3715/2018.3133
Curriculum and Social Inquiry Commons, Higher Education and Teaching Commons, Secondary Education Commons